The Role of Timing and Prototypical Causality on How Preschoolers Fast-Map Novel Verb Meanings

Autor/inn/en	Abbot-Smith, Kirsten; Imai, Mutsumi; Durrant, Samantha; Nurmsoo, Erika
Titel	The Role of Timing and Prototypical Causality on How Preschoolers Fast-Map Novel Verb Meanings
Quelle	In: First Language, 37 (2017) 2, S.186-204 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0142-7237
DOI	10.1177/0142723716679800
Schlagwörter	Cognitive Mapping; Native Language; Language Acquisition; Preschool Children; Vocabulary Development; Verbs; Role; English; Visual Stimuli; Language Tests; Statistical Analysis; Foreign Countries; United Kingdom (England); Clinical Evaluation of Language Fundamentals + Suchen Sie Ihr Suchwort? Sprachaneignung; Spracherwerb; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Wortschatzarbeit; Rollen; English language; Englisch; Language test; Sprachtest; Statistische Analyse; Ausland
Abstract	In controlled contexts, young children find it more difficult to learn novel words for actions than words for objects: Imai et al. found that English-speaking three-year-olds mistakenly choose a novel object as a referent for a novel verb about 42% of the time despite hearing the verb in a transitive sentence. The current two studies investigated whether English three- and five-year-old children would find resultative actions easier (since they are prototypically causative) than the non-resultative, durative event types used in Imai et al.'s studies. The reverse was true. Furthermore, if the novel verbs were taught on completion of the action, this did not improve performance, which contrasts with previous findings. The resultative actions in the two studies reported here were punctual, change-of-location events which may be less visually salient than the non-resulative, durative actions. Visual salience may play a greater role than does degree of action causality in the relative ease of verb learning even at three years. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01